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ERIC Number: EJ791600
Record Type: Journal
Publication Date: 2008-Jun
Pages: 14
Abstractor: Author
Reference Count: 25
ISSN: ISSN-1356-2517
"Not Quite Right": Helping Students to Make Better Arguments
Davies, W. Martin
Teaching in Higher Education, v13 n3 p327-340 Jun 2008
This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level-sentence-level vector; and (2) the grammar-inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument mapping is needed. A methodology is suggested for tackling assignments that require students to "make an argument". It is argued that what lecturers understand tacitly, now needs to be made a focus of deliberate educational practices. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A